Author 



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Title 



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Class jJE.2fifi.T- 
Book_..__jD_.8 



Imprint. 



18—47372-1 ( 



UNITED STATES BUREAU OF EDUCATION 

REPRINT OP SURVEY FROM REPORT OF THE COMMISSIONER OF EDUCATION 

For 1910 



Introductory Survey 



s 




WASHINGTON 

GOVERNMENT PRINTING OFFICE 
1911 



1911 






INTRODUCTORY SURVEY. 

By George Drayton Strayer, 
Teachers College, Columbia University. 

The collection and interpretation of the statistics of education for 
the entire country is one of the chief functions of the Bureau of Edu- 
cation, and hence importance attaches to recent provision for extend- 
ing and perfecting this part of the service. The appointment of two 
additional specialists — in higher education and in school administra- 
tion — and the formation of a division under each of these specialists 
has made it possible to cover more completely and adequately these 
departments of the general educational work of the country. The 
specialists not only have charge of the work in the office at Washing- 
ton, but also spend a considerable part of the time in personal 
investigations in their respective fields. Knowledge thus acquired 
helps materially in the interpretation of the statistics. 

The statistical service of the bureau has also been improved by 
increased cooperation with other bodies engaged in educational 
investigations. Within the past three months the bureau has had 
printed and sent to superintendents throughout the United States 
the form of cumulative pupil record card recommended by the com- 
mittee on uniform statistics of the department of superintendence of 
the National Education Association. The returns received from 
the superintendents indicate a favorable reception of the system. 
This result could not have been secured without the cooperation of 
the bureau. With the general use of this card throughout the coun- 
try it will be possible to study problems of retardation and elimina- 
tion, of variation in the curriculum, of organization and conduct of 
special classes, and similar problems from data at once reliable and 
complete. A copy of the form suggested is given on the following 
page. 



VIII 



EDUCATION KEPOET, 1910. 



Form suggested for pupil record card. 



1. Last name 



2. First name and initial 



ELEMENTARY SCHOOL RECORD 
SYSTEM— ADMISSION, DIS- 
CHARGE AND PROMOTION 
CARD. 



8. Place of birth 



4. Date of birth 



5. Vaccinated 



6. Name of parent or guardian 7. Occupation of parent or guardian 



To be kept for every pupil and sent 
with the pupil when he is transferred 
to any school, either public or private, 
in the city or outside the city. Great 
care should be used to have the names 
complete and correct. 

Write all dates as follows: 1912-9-25. 



8. Residence. (Use one column at a time. Give new residence 
when pupil is transferred.) 


9. Date of dis- 
charge 


10. Age 

Years Months 




































1 








| 







































When a pupil is permanently discharged to work, to remain at home, or because of death, permanent ill- 
ness, or commitment to an institution, this card is to be returned to the principal's office and a full statement 
of the cause of the pupil's discharge is to be made in the blank space remaining above. (over) 



[Reverse.] 



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6 

Date of 
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c 

Age Sept. 1 
Yrs. Mns. 


d 
Grade 


Room 


/ 
Days 
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g 

Health 


h 

Con- 
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i 

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1 








































































(OVER) 



INTBODUCTOKY SUEVEY. 



IX 



On the invitation of the Bureau of Education representatives of 
the Bureau of the Census, of the National Association of School 
Accounting Officers, and of the committee of the department of super- 
intendence on uniform statistics, have held several conferences in 
Washington, and have finally recommended a form of report which 
it is proposed to use in the Census Office and in the Bureau of Edu- 
cation. In this case the form proposed is tentative and has been sent 
by the Bureau of Education to school superintendents with a view to 
securing their opinion before the final form of the schedule is adopted. 

The need for uniform fiscal statistics is everywhere acknowledged. 
In many of our cities one-third of the entire city revenue is devoted to 
education. In some communities the amount of money which is 
raised can not be greatly increased. Demands from all departments 
of the city government for increased funds are insistent. Increased 
expenditure for education must be justified by showing the maximum 
of return for money already granted, and such showing requires a 
system of accounts and of reports at least as elaborate as that com- 
prised in the schedule of fiscal statistics recommended by the bureau 
and the other bodies cooperating in the work. The schedule follows : 



Department of the Interior, 

bureau of education, 

Washington, D. C 

DIVISION OF SCHOOL ADMINISTRATION. 



. Name of city. 



.State. 



CITY PUBLIC SCHOOLS. 
FINANCIAL REPORT. 

(Form used jointly by the Bureau of Education and the Bureau of the Census.) 

Financial statistics for the fiscal year ending , 1911. 

A.— PAYMENTS. 



I.— Expenses (Cost of Conducting School System). 


Total. 


Salaries. 


Other 
objects. 


Expenses of general control (overhead charges). 
1. Board of Education and Secretary's Office 








2. School elections and school census 








3. Finance offices and accounts 








4. Legal services 








5. Operation and maintenance of office building 








6. Offices in charge of buildings and supplies 
























7. Office of superintendent of schools 
















9. Other expenses of general control ". 
















10. Total 

















EDUCATION REPORT, 1910. 

A.— PA YMENTS— Continued . 





Total. 


Schools and special activities. 




Day schools. 


Evening 
schools. 


Norma] 
schools. 


Schools 
for the 
indus- 
tries. 


Special 
schools. 






Ele- 
men- 
tary, in- 
cluding 
kinder- 
garten. 


Sec- 
ondary 
(high). 


Ele- 
men- 
tary. 


Sec- 
ondary. 


Special 
activi- 
ties. 


Expenses of instruction. 

11. Salaries of supervisors of 
grades and subjects 




















12. Other expenses of super- 




















13. Salaries of principals and 




















14. Other expenses of princi- 




















15. Salaries of teachers 




















16. Textbooks 




















17. Stationery and supplies 




















18. Other expenses of in- 
struction 






































19. Total 


















Expenses of operation of school 
plant. 

20. Wages of janitors and 




















21. Fuel 




















22. Water 




















23. Light and power 




















24. Janitor's supplies 




















25. Other expenses of opera- 
tion of school plant 








































26. Total 




















Expenses of maintenance of 
school plant. 

27. Repair of buildings and 
upkeep of grounds 




















28. Repair and replacement 
of equipment 




















29. Insurance 


















30. Other expenses of main- 
tenance of school plant. . . 


















31. Total 






































Expenses of auxiliary agencies. 

LIBRARIES. 

32. Salaries 




















33. Books 





































INTRODUCTORY SURVEY. 

A. -PAYMENTS— Continued. 



XI 





Total. 


• Schools and special activities. 




Day schools. 


Evening 
schools. 


Normal 
schools. 


Schools 
for the 
indus- 
tries. 


Special 
schools. 






Ele- 
men- 
tary, in- 
cluding 
kinder- 
garten. 


Sec- 
ondary 
(high). 


Ele- 
men- 
tary. 


Sec- 
ondary. 


Special 
activi- 
ties. 


PROMOTION OF HEALTH. 








































TRANSPORTATION OF PUPILS. 




























































39. Total 




















Miscellaneous expenses. 
40. Payments to private 




















41. Payments to schools of 




















42. Care of children in insti- 






































44. Rent 


















45. Other miscellaneous ex- 































46. Total 














1 




II.— Outlays (Capital Ac- 
quisition and Construc- 
tion). 




































49. Alteration of old build- 




















50. Equipment of new build- 




















51. Equipment of old build- 
ings, exclusive of re- 




































52. Total 
















1 


















1 



XII EDUCATION EEPOKT, 1910. 

III.— Other Payments. 

53. Redemption of bonds J. 

54. Redemption of short-term loans , 

55. Payment of warrants and orders of preceding year 

56. Payments to sinking funds 

57. Payments of interest 

58. Miscellaneous payments, including payments to trust funds, textbooks to be sold to pupils, 

etc 

59. Total J 

CO. Balances at close of year at $. 

61. Total payments and balances 

B.— RECEIPTS. 

Revenue receipts. 

62. Subventions and grants from State $. 

63. Subventions and grants from county 

64. Subventions and grants from other civil divisions 

65. Appropriations from city treasury » 

66. General property taxes 1 

67. Business taxes (licenses, excise taxes, taxes on corporations, taxes on occupations, etc.).. 

68. Poll taxes 

69. Fines and penalties 

70. Rents and interest 

71. All other revenue 



72. Total revenue receipts. 



Nonrevenue receipts. 



73. Loans and bond sales 

74. Warrants issued and unpaid 

75. Sales of real property and proceeds of insurance adjustments. 

76. Sales of equipment and supplies 

77. Refund of payments 

78. Other nonrevenue receipts 

79. Total nonrevenue receipts 

80. Total receipts 

81. Balances at beginning of year 



82. Total receipts and balances 

The Bureau of Education is in intimate contact with field work in 
the school system for Alaska, which is under its direct control. 
Through the Alaska school service the bureau is conducting an 
important experiment, in the education of a primitive people of 
different races, in the widely varying regions and climates of a vast 
territory, all more or less affected by their contact with civilization. 
The problem concerns the adults as well as the children; in addition to 
teaching the children the ways of the schools, whole communities 
must be elevated. To this end the school work emphasizes practical 
instruction in such industries as carpentry, sewing, cooking, and the 
raising of vegetables. In the villages the attempt is made to incul- 
cate the principles of morality and thrift, also to establish sanitary 
conditions by encouraging the erection of well-constructed houses, 
by insisting upon personal cleanliness, and the proper disposal^ of 
garbage. 

Throughout the Alaska school service provision is made for the 
physical welfare of the natives by employing physicians who treat 



INTRODUCTORY SURVEY. XIII 

.the natives when diseased and who instruct them in sanitary methods 
of living. Medicines and medical text-books are furnished to the 
teachers in order that they may be able to treat minor ailments. 
Two hospitals are. under contract to furnish care and treatment to 
diseased natives upon the application of superintendents or teachers. 
Food and clothing are occasionally given to destitute natives. 

During the fiscal year 1909-10 the field force in Alaska consisted 
of 5 superintendents, 98 teachers, 10 physicians (5 of whom also 
fill other positions in the Alaska school service), 3 nurses, and 8 con- 
tract physicians. Seventy-seven United States public schools for 
natives were maintained with an enrollment of 3,964 pupils and an 
average attendance of 1,692. 

Thus it will be seen that members of the staff of the Bureau of 
Education are vitally concerned with the working out of significant 
educational problems. 

In the chapters which follow will be found tabulated the data con- 
cerning the teaching staff, the student body, the material equipment, 
the receipts, the expenditures, and, in some instances, the branches 
of study for each group or class of schools in the United States. 
Tables which summarize briefly certain of these data for the whole 
country are included in this chapter. Table A brings into contrast 
the more important items of statistics of public elementary and high 
schools for the year 1908-9 with the corresponding items for 1870, 
1880, 1890, 1900, 1901, 1902, etc. Tables B and C give certain 
particulars relating to the length of public school term, the number of 
days attended, the percentage of attendance, the expenditure per 
capita of population, expenditure for buildings and sites, for sala- 
ries, and for all other purposes. The presentation by geographical 
divisions and by States makes possible a comparison of educational 
practice among the several political divisions of our country. Table 
D gives the number of pupils and students of all grades in public 
and private schools and colleges, by geographical divisions. 

The tables mentioned above need no interpretation, further than 
to point out the mistake of applying to a particular school or locality 
within a State or section the single figure given in these summaries for 
geographical divisions. To discover the truth about any particular 
community or school, it is necessary to find the data involved in the 
inquiry for that special case. 



XIV 



EDUCATION EEPOKT, 1910. 



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INTRODUCTORY SURVEY. 



XV 



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59042°— ed 1910— vol. 2 n 



e io 



XVI 



EDUCATION REPORT, 1910. 



Table B. — Certain items relating to length of -public school term, number of days attended, 
percentage of attendance, and expenditure per capita of population, 1908-9. 



State or Territory. 



Average 

number of 

days the 

schools 

were kept 

during the 

vear. 



Average 
number of 
days' at- 
tendance 
for every 
child 5-18 

years of 
age. 



Average 
number of 
days' at- 
tendance 
by each 

pupil 
enrolled. 



Per cent of 
school pop- 
ulation 
(i. e., chil- 
dren 5-18 
years of 

age) 
enrolled. 



Per cent of 
the pupils 

enrolled 
who are in 

daily at- 
tendance. 



United States. 



North Atlantic Division. 
South Atlantic Division. 
South Central Division.. 
North Central Division. . 
Western Division 



North Atlantic Division: 

Maine :. 

New Hampshire 

Vermont 

Massachusetts 

Rhode Island 

Connecticut 

New York 

New Jersey 

Pennsylvania 

South Atlantic Division: 

Delaware 

Maryland 

District of Columbia. 

Virginia 

West Virginia 

North Carolina 

South Carolina 

Georgia 

Florida 

South Central Division: 

Kentucky 

Tennessee 

Alabama 

Mississippi 

Louisiana 

Texas 

Arkansas 

Oklahoma 

North Central Division: 

Ohio 

Indiana 

Illinois 

Michigan 

Wisconsin 

Minnesota 

Iowa 

Missouri 

North Dakota ... 

South Dakota 

Nebraska 

Kansas 

Western Division: 

Montana 

Wyoming 

Colorado 

New Mexico 

Arizona 

Utah 

Nevada 

Idaho 

Washington 

Oregon 

California 



155.3 



179.0 
138.6 
123.3 
164.7 
161.2 



81.3 



112.6 



72.22 



102.2 
59.3 
54.2 
92.2 
90.4 



148.0 


94.0 


161.1 


83.6 


160.0 


a 128. 4 


186.0 


112.7 


194.0 


100.2 


184.5 


106.4 


186.3 


107.0 


188.0 


94.6 


169.0 


95.6 


170.1 


86.8 


187.0 


77.9 


177.1 


110.1 


131.0 


52.4 


135.5 


81.0 


101.3 


50.9 


98.0 


43.7 


132.0 


57.9 


115.6 


64.8 


120.0 


52.3 


128.0 


63.8 


115.9 


46.6 


123.0 


58.9 


130.9 


42.4 


128.0 


55.8 


98.2 


45.7 


140.0 


66.0 


170.0 


105.3 


150.0 


96.6 


171.6 


100.0 


171.8 


102.5 


168.0 


79.1 


161.5 


83.2 


176.0 


100.4 


151.0 


78.4 


144.0 


84.9 


154.0 


78.4 


174.0 


93.8 


154.0 


90.1 


139.4 


79.5 


139.1 


85.3 


156.2 


84.7 


118.0 


43.3 


135.0 


47.9 


162.0 


90.2 


155.6 


72.-0 


136.6 


80.2 


171.2 


111.4 


128.8 


86.9 


185.0 


97.3 



141.0 
84.7 
79.7 
124.1 
119.0 



72.47 
70.00 
68.03 
75.19 
76.03 



109.8 
119.1 
136.4 
153.1 
151.2 
142.4 
148.5 
137.2 
133.1 

116.6 
112.5 
151.1 
85.7 
87.5 
65.3 
67.5 
86.2 
82.9 

71.1 
86.4 
75.6 
76'. 1 
90.3 
85.4 
63.8 
87.1 

140.9 
120.3 
134.7 
143.5 
116.2 
114. 7 
124.1 
107.1 
93.8 
97.1 
111.2 
113.1 

116.8 

99.6 

98.7 

72.6 

83.2 

125.8 

110.1 

93.9 

125.7 

106.9 

142.9 



85.46 
69.88 
a 94. 29 
73.61 
66.39 
74.90 
71.97 
68.99 
71.84 

74.40 
66.57 
77.46 
61.09 
85.45 
74.75 
64.67 
67.16 
78.45 

73.62 
73.77 
61.54 
76.41 
46.98 
65.46 
71.65 
75.75 

74.81 
80.30 
74.93 
71.47 
68.17 
72.50 
79.65 
73.19 
90.60 
80.79 
79.15 
79.59 

68.75 
85.18 
85.79 
60.00 
85.30 
72.03 
64.54 
85.07 
88.79 
80.85 
68.09 



72.5 



78.7 
66.5 
64.6 
75.3 
73.8 



74.2 
73.9 
87.0 
82.2 
77.6 
77.2 
79.6 
72.9 
79.1 

68.6 
62.0 
80.2 
65.4 
70.1 
64.5 
68.9 
65.3 
71.7 

59.3 
67.5 
65.3 
61.9 
69.1 
66.9 
65.1 
62.3 

82.8 
80.1 
78.6 
83.6 
69.2 
70.9 
71.7 
70.2 
65.3 
62.9 
68.1 
73.6 

84.0 
71.6 
63.2 
61.2 
62.1 
77.8 
70.8 
69.0 
73.3 
83.5 
77.4 



a The enumeration upon which this calculation was based appears to have been defective. 
o, Table 1, page 669. 
6 Approximate. 

c The schools were maintained an average of 105 days from public funds. 
d Does not include all expenditures. See footnote e, Table 10, page 678. 



See footnote 



INTBODUCTOBY SUEVEY. 



XVII 



Table C. — (1) Expenditures per pupil (based on average attendance); (2) Average daily 
expenditures per pupil; (3) percentage analysis of school expenditure — all for 1908-9. 





Expenditure per capita oi 
average attendance. 


Average daily 

expenditure 

per pupil. 


Per cent of total expend- 
itures devoted to — 


State or Territory. 


For 
sites, 
build- 
ings, 

etc. 


For 
sala- 
ries. 


For all 
other 
pur- 
poses. 


Total 

per 

pupil. 


For 
sala- 
ries 
only. 


Total. 


Sites, 
build- 
ings, 
etc. 


Sala- 
ries. 


All 
other 
pur- 
poses. 


1 


2 


3 


4 


5 


6 


7 


8 


9 


10 


United States 


$6.45 


$18. 69 


$6.51 


$31. 65 


Cents. 
12.1 


Cents. 
20.4 


20.4 


59.2 


20.4 


North Atlantic Division . ... 

South Atlantic Division 

South Central Division 

North Central Division 


9.26 
2.75 
1.57 
7.41 
11.97 


24.40 
10.46 
10.88 
20.19 
27.35 


9.37 
2.36 
1.49 
7.92 
10. 59 


42.03 
15. 57 
13.94 
35.52 
49.91 


13.7 
8.2 
8.8 
12.3 
17.1 


24.1 
12.3 
11.4 
21.6 
30.5 


21.6 
17.5 
11.2 
20.7 
24.1 


56.6 
67.4 
78.1 
56.7 
54.8 


21.8 
15.1 
10.7 
22.6 
21.1 






North Atlantic Division: 


3.96 

2.80 
6 2.99 

8.06 
11.73 

5.99 
10.20 
12.56 

9.32 


a 18. 16 
19.73 

b 15. 61 
26.50 
23.21 
20.76 

c 30. 10 
26.49 
18.64 

12.60 

18.61 

33.08 

10.48 

13.84 

6.22 

6.47 

8.80 

11.22 

11.36 
5.24 
<*8.90 
8.10 
14.68 
13.97 
10.40 
7.09 

21.88 
19. 96 
21.06 
18.51 
19.73 
22.12 
22.18 
15.58 
26.21 
23.60 
22. 50 
18.59 

31.96 
25.10 
29.62 
13.34 
26.96 
19.11 
28.52 
21.32 
27.12 
21.51 
34.41 


o3.39 
9.92 
6 7.73 
9.93 
7.22 
1. 96 
c8.09 
11.98 
18.92 

7.32 
4.77 
10.76 
2.04 
5.88 

.57 
1.03 

.56 
3.14 

2.75 
.67 

1.01 
3.85 
1.59 

1.58 

9.91 

7.29 

13.41 

(?) 

6.85 

7.95 

8.72 

4.66 

13.44 

18.15 

9.72 

2.44 

9.71 
2.62 
14.63 
4.22 
14.51 
13.33 
13.12 
9.30 
16.73 
3.91 
9.10 


25.51 

32.45 

6 26. 33 

44.49 
42.16 
34.71 
48.39 
51.03 
38.88 

19.91 
25.49 
63.69 
17.02 
22.33 
8.91 
8.26 
11.18 
16.88 

15.83 

6.66 

9.15 

9.49 

21.10 

18.55 

12.88 

8.67 

38.75 
31.53 
42.87 
32.95 
33.17 
38.71 
33.01 
26.61 
52.07 
47.79 
37.63 
28.96 

58.44 
36.38 
50.14 
20.27 
49.88 
42.04 
72.34 
39.31 
56.99 
38.51 
59.01 


a 12. 3 
12.3 
9.9 
14.3 
12.1 
11.3 
cl6.2 
14.1 
11.1 

7.4 
9.9 

18.7 
8.0 

10.2 
6.2 
6.6 
6.7 
9.7 

6.7 

6.1 
<*7.7 

6.5 
11.2 
10.9 
10.6 

8.2 

12.8 
13.2 
12.1 
10.8 
11.7 
13.7 
12.6 
10.2 
18.2 
15.4 
12.9 
12.1 

18.7 
18.1 
18.9 
10.5 
20.1 
11.8 
18.3 
15.6 
15.8 
16.8 
18.6 


17.3 
20.2 
16.8 
23.9 
21.7 
18.8 
26.1 
26.9 
23.1 

11.7 
13.5 
35.8 
13.1 
16.4 
8.8 
8.4 
8.5 
14.5 

13.2 
7.7 
7.9 
6.7 
16.1 
14.5 
13.1 
9.9 

22.7 
20.9 
24.8 
19.1 
19.7 
23.9 
18.8 
17.4 
35.3 
31.1 
21.6 
IS. 7 

34.3 
26.1 
32.1 
15.5 
36.9 
25.8 
46.5 
28.7 
33.2 
29.9 
31.8 


15.5 
8.5 
11.3 
18.2 
27.7 
17.3 
21.1 
24.6 
24.0 

8.4 
31.2 
26.4 
11.7 
23.8 

9.3 
16.3 
16.1 

10.8 
11.2 
2.4 
4.1 
12.3 
16.3 
19.4 

18.1 
13.5 
19.6 
(7 43.7 
20.0 
22.5 
6.3 
24.2 
24.4 
12.7 
14.4 
27.5 

28.7 
24.2 
11.8 
13.4 
17.0 
22.8 
42.5 
22.2. 
23.1 
33.8 
26.2 


a 71. 2 
60.8 
59.3 
59.4 
55.1 
59.6 

<=62. 2 
51.9 
48.0 

63.3 
73.2 
51.9 
61.6 
61.9 
69.8 
78.2 
78.6 
66.4 

71.7 
78.7 
<*97.6 
85.3 
69.4 
75.2 
80.6 
81.8 

56.4 
63.2 
49.0 
56.3 
59.3 
57.1 
67.2 
58.3 
51.5 
49.6 
59.8 
64.1 

54.7 
68.7 
59.1 
65.5 
. 54.0 
45.6 
39.4 
54.3 
47.5 
55.9 
58.4 


a 13. 3 




30.7 




29.4 


Massachusetts 


22.4 
17.2 




23.1 




cl6.7 




23.5 




28.0 


South Atlantic Division: 
Delaware (1904-5) 


36.7 




2.11 
19.85 
4.50 
2.61 
2.12 
.76 
1.82 
2.52 

1.72 

.75 

.25 

.38 

2.57 

2.99 

2.48 


18.4 


District of Columbia 


16.9 
12.0 


West Virginia 


26.4 
6.4 




12.5 




5.1 




18.5 


South Central Division: 


17.5 




10.1 








10.6 




18.3 




8.5 








18.2 


North Central Division: 

Ohio 


6.96 

4.28 
8.40 
g 14. 44 
6.59 
8.64 
2.11 
6.37 
12.42 
6.04 
5.41 
7.93 

16.77 

8.76 

• 5.89 

2.71 

8.41 

9.60 

30.71 

8.70 

13.14 

13. 15 

15.50 


25.5 


Indiana / 


23.3 
31.4 




(?) 




20.7 




20.4 




26.5 




17.5 




24.1 




37.7 




25.8 




8.4 


Western Division: 


16.6 




7.1 




29.1 


New Mexico* 


21.1 
29.0 


Utah 


31.6 


Nevada* 


18.1 


Idaho , 


23.5 


Washington 


29.4 


Oregon 


10.3 




15.4 







♦ Statistics of 1907-8. 

a Salaries of janitors are reported with those of teachers. 
b See footnote a, Table 5, page 673. 

c Salaries of superintendents are reported with expenditures for all other purposes. See footnotes b and c, 
Table 13, page 681. 
d Refers to amount paid from state appropriation only. 
« Based upon estimates onlv. 
/ Partly for 1907-8; see note e, Table 10, page 678. 
g Current expenses are reported with sites, buildings, etc. 



XVIII 



EDUCATION EEPOKT, 1910. 



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ft-R 



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co a B- 9 S+f c** 

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<;> 



INTRODUCTORY SURVEY. 



XIX 



Per cent of the total popula- 
tion enrolled in each grade. 


"3 

o 

EH 


11 




lONOOOlO 
CM lO CO CM CO 


IM 


oi (N m IN oi 
,-H (N CM IN i-t 


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CO CO CM -^ CO 




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© 
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1.32 

.66 

.59 

1.46 

1.42 


— 03 I-c 


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03 "O >> 

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6.85 
2.95 
2.52 
6.56 
7.35 


03 3. >> 
— < 03 U 


Oi 


CO 
03 

(N 

en 


OS iO CM 00 OS 

t-h CO tO CO CO 


hiOOhO 

as as as as as 


Grand 
total. 


<N 


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CN 

CO 
IN 

CO 


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nmnoo 
hooo:m> 


oo o -^ OO CO 
t^ t-H CO -^ io 
00 O OS iO(N 


Tf CM COCO i-H 


Summary according 
to control. 


03 
"el 

> 

ft 


<N 


00 
CO 

CO 
CO 


r - X CO 00 CM 


CM CO t-h GO CO 
O -*" t^ CO t^ 


3. 
ft 


e 

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CO 
Ol 
00 

CO 


as t-^co t* o 

i :- -r co- cm oo 
00 00 00 CM t-H 


4,175 
2,563 
3,763 
5,980 
1,175 


03 
03 

si 

X3 

ft 

3 
ft 

O 
>> 

6 

a 

3 
CO 


J-H 
03 

■a 


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to as ocm to 


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13 

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CO 


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°°. 

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CO 

o 


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r^ r- -r r- -^ 
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■*cf as as as cm 
co i - as cm as 

CO Tt* 


6b 


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CO 


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■^lOl>OSH 


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5 
5 


- 


0, 

DC 

■e 

a 

■4- 

e 




North Atlantic Division... 
South Atlantic Division... 

South Central Division 

North Central Division 





XX EDUCATION REPORT, 1910. 

From the preceding tables it appears that during the year 1908-9 
there were nearly eighteen million (17,960,049) children in elementary 
schools, public and private; in secondary schools more than one 
million (1,034,827); in universities and colleges 183,344; in schools of 
medicine, law, and theology 65,783 ; in normal schools 82,288. Of these 
students 17,658,943 were found in public institutions, while 1,667,348 
were receiving instruction in institutions under private control. Tn 
public schools of the United States (elementary and high schools) 
there were 506,040 teachers employed. Of this number 108,300, or 
21.4 per cent, were men. It is interesting to note that the per- 
centage of men has steadily decreased during the period for which 
statistics are available. In 1870 there were 38.7 per cent men; in 
1890, 34.5 per cent were men; in 1900, 29.9 per cent were men, as 
against 21.4 per cent of men for the year 1908-9. 

The fiscal statistics show the large amount of money necessary 
to provide free public education. Table A indicates a total of more 
than four hundred million dollars ($403,647,289) raised for public 
schools. Of this amount $13,746,826 was received as income of 
permanent funds and rents; $63,247,354 from state taxes; 
$288,642,500 from local taxes; and $38,010,609 from all other 
sources. For teachers' salaries alone, there was spent during the 
past year $237,013,913, while $81,878,591 was spent for buildings, 
furniture, libraries, and apparatus. The school property in which 
public schools were conducted was valued at $967,775,587. The 
liberal expenditure for public education seems still to be on the 
increase. The average cost per pupil has doubled within the last 
forty years. New types of education demand still more money, and 
question is being raised in many localities concerning the possibility 
of raising sufficient funds for the adequate support of public educa- 
tion. The demand that money spent for public education shall bring 
a maximum of return, and that no money shall be wasted, is not to 
be interpreted as a criticism of public education, but rather as a 
demand for the best possible organization and administration of our 
schools. The work which is being undertaken by the Bureau of Edu- 
cation to bring about a reform in accounting and in the reporting of 
fiscal statistics will help toward that standard of efficiency which it is 
the right and duty of every community to expect. 

The remainder of this survey pertains to data collected by the 
Bureau of Education which do not appear in any other part of the 
report. The retardation and elimination of pupils from our schools, 
the economic status of the families from which our high-school students 
come, and some data concerning normal-school students will be 
treated. 



INTRODUCTORY SURVEY. 



XXI 



RETARDATION AND ELIMINATION OF PUPILS. 



In the discussion of retardation and elimination it has been assumed 
that the conditions which were found in a few cities were representa- 
tive of the situation throughout the whole country. This supposition 
is verified by a study of 318 cities of varying size from all sections of 
the United States. The conclusions which are here given are based 
on an age grade census. Normal age is defined as 6 to 8 for the first 
grade, 7 to 9 for the second, 8 to 10 for the third, and so on. The 
largest age group is taken as a measure of the number entering school 
during the year for which the data were secured. This method of 
estimating the number of beginners has been found more reliable in 
the author's experience than the average of the ages 7 to 12, which has 
always proved too small where the actual number of beginners could 
be found. It is assumed throughout that a census taken on one day 
correctly represents the situation in the schools with regard to the 
number of each age in each grade; that, while somewhat larger gross 
numbers would have been found in each case, if the number belonging 
had been taken, the ratio of these numbers would remain practically 
unchanged. The census rather than the number belonging was taken 
in order to avoid the varying interpretation given to the term 
"number belonging." 

The tables which follow show the frequency of the different per- 
centages retarded one year or more (i. e., total retardation). Boys 
and girls are given separately. 

BOYS. 



Quantity: Per cent of the total num- 
ber of boys. 


Frequency: 

Number of 

cities. 


Quantity: Per cent of the total num- 
ber of boys. 


Frequency: 

Number of 

cities. 


8 


5^ 16 
9 

h 

5^ 22 
8| 
141 

n\ 42 

llj 

261 

m 66 

23J 
261 

16^ 65 
23J 


44 


211 


10 


46 


12} 51 


12 


48..: 


18] 


14 


50 


8] 


16 


52. 


5> 18 


18 


54 


5) 


20 


56... 


31 


22 


58 


2^ 11 


24 


60...... 


6j 


26 


62 


4] 


28 


64 


4> 9 


30 


66. 


l) 


32 


68. 


1) 


34 


70 


4> 6 


36 


72... 


l) 


38 


74... 


2 2 


40 






42 


319 







XXII 



EDUCATION EEPOET, 1910. 
GIRLS. 



Quantity: Per cent of the total num- 
ber of girls. 


Frequency: 

Number of 

cities. 


Quantity: Per cent of the total num- 
ber of girls. 


Frequency: 

Number of 

cities. 


6 


2 2 

h 

111 28 
10] 
12] 

20 } 40 
14) 
251 

23 ^ 07 
19) 
21 

IS}- 50 
17) 
221 

18V 49 
9j 


44 


1 

5 

2 
3 
5 

f 

! 

i 




8 


46. . 


10 


10 


48 




12 


50. . 




14 


52 


■ in 


10 . 


54 .. 




18 


56 




20... 


58. . 


is 


22 


60. . 




24 


62. . 




20 


64 


A 


28 


66 




30 


68 




32 


70 


\ 1 


34 


72. 




30 


74 


1 


38 






40 

42 


319 









These tables are interesting chiefly in showing the wide variability 
among cities. While it is quite common to find cities with from 25 
to 50 per cent of the pupils retarded, there are 21 cities which show 
less than 15 per cent of retardation for boys and 17 cities show more 
than 60 per cent of the boys over age. It is interesting to note the 
distinct difference between the boys and the girls. The extremes are 
practically the same, but the distribution for girls as compared with 
that for the boys shows a much larger number of cases in the lower 
percentages and correspondingly few in the upper percentages. This 
difference in distribution becomes very clear in the diagram which 
follows : 

I 1 1__ 






&o 



'lj- 10 



t<* 



3f- 



' 1 



f-l 



4* 



i* 



70 



7¥- 



Fig. 1.— Frequency of the different percentages of boys and girls (boys solid line, girls broken line) re- 
tarded one year or more (i. e., total per cent of retardation), being a graphic representation of the 
table above. Percentages on the horizontal, number of cities on the vertical scale. 

It is not simply the total per cent of retardation which challenges 
attention. Quite as remarkable is the distribution in terms of one 



INTRODUCTORY SURVEY. 



XXIII 



year, two years, three years, and four or more years over age. The 
following tables of medians will indicate roughly the distribution of 
retardation in terms of years retarded. 

Medians derived from tables which give the different percentages of boys and girls who are 
either over or under the normal age of pupils for their respective grades. 





Over-age pupils. Under-age 


Cities classified by popu- 
lation. 


1 year. 


2 years. 


3 years. 


4 years and 
over. 


Total 1 y ear and 
10tal - more. 




Boys. 


Girls. 


Boys. 


Girls. 


Boys. 


Girls. 


Boys. 


Girls. 


Boys.j Girls. 
1 


Boys. 


Girls. 


25,000 and over (133 cities). . 
Less than 25,000 (186 cities). 


20 
20 


18 
18 


10 
11 


9 
8 


5 

4 


3 
3 


2 
2 


1 
1 


38 32 
38 36 


4 

4 


4 
5 



The pupils under age are all reported in a single table because 
there are very few children more than one year under age. Of the 
318 cities there are only 44 which show more than 1 per cent of their 
pupils more than one year under age, and there are none which show 
more than 4 per cent more than one year under age. It is true that 
83 cities show a total of more than 10 per cent under age, and that 
in extreme cases this under-age group equals from 20 to 40 per cent 
of the whole number of pupils. Of those who are under age, how- 
ever, almost all belong to the group one year under age. Of those 
one year under age by far the majority are accounted for in the 
extremely large under-age groups by children who have entered school 
at 5 years of age. 

Another interesting contrast between boys and girls is found by 
comparing the per cent of the largest age group (the entering group) 
found in the upper grades in the high schools. 6 

Median per cent of the largest age group found in each grade. 



Cities classified by popu- 
lation. 


Seventh 
grade. 


Eighth 
grade. 


First year 
high school. 


Second year 
high school. 


Third year Fourth year 
high school, high school. 


Boys. 


Girls. 


Boys. 


Girls. 


Boys. 


Girls. 


Boys 


Girls. 


Boys. 


Girls. 


Boys. 


Girls. 


25,000 and over (133 cities). . 
Less than 25,000 (186 cities). 


68 
70 


74 
74 


52 

54 


60 
60 


36 
40 


46 
50 


22 
26 


30 
34 


14 
18 


22 
20 


10 
12 


18 
20 



a, The median is the middle point, e. g., the median per cent of boys one year over age is 20 ; this means 
that in half of the cities 20 per cent or more of the boys are over age and that in half of the cities 20 per 
cent or less than 20 per cent of the boys are over age. 

* The fact that we do not know the exact number of pupils who enter the schools during any one year 
makes it impossible to determine exactly the proportion of pupils who leave school before they reach any 
given grade. Whenever an attempt is made to determine the number who leave school, or in other words 
" elimination, " some assumption must be made regarding the number who entered school. In reaching the 
results stated above the assumption is made that the largest number of pupils of any age enrolled in the 
school is the best approximation to the number who enter school annually. 



XXIV 



EDUCATION REPORT, 1910. 



The following table shows the frequency of the different percentages 
of the largest age group found in the fourth year of the high school. 
(Only 277 cities reported pupils in the fourth year of the high school.) 



Per cent of largest age group. 


Number of cities. 


Per cent of largest age group. 


Number of cities. 


Boys. 


Girls. 


Boys. 


Girls. 


2 


5 
23 
28 
36 
35 
34 
28 
19 
19 
12 

8 


2 
4 
11 
12 
18 
25 
29 
26 
28 
25 
17 


24 


7 
9 
5 
3 
2 
1 

3 


20 


4 


26 


11 


6 


28 


10 


8 


30 


6 


10 


32 


10 


12 


34 


6 


14... 


36 


5 


16 




12 


18 


Total 




20 


277 


277 


22 











This table shows clearly the fact indicated in the table of medians, 
namely, that the per cent of girls retained to the last year of the high 
school is in general much greater than of boys. Similar tables could 
be given for seventh and eighth years of the elementary school and 
for the first three years of the high school. 

The graphic representation of this table brings out clearly the 
difference in persistence for boys and for girls. 




Fig. 2. — Frequency of the dirTerent percentages of the entering group (largest age group) found in the fourth 
year of the high school. Boys indicated by the solid line, girls by the broken line. A graphic represen- 
tation of the data contained in the table above. Percentages on the horizontal, number of cities on the 
vertical scale. 

The situation in our schools throughout the United States demands 
that continued attention be given to the problem of retardation. 
Special classes for the bright, the slow, the backward, and the defi- 
cient should be established. A year's work in school must not be 
defined arbitrarily in terms of the work which can be done by children 
of good ability. Instead of repeating the same work over and over 
again, children should have the opportunity to make such progress 
from year to year as for them is possible. 

In any study of the problem of retardation it would seem advis- 
able to keep the data for boys and girls separate. In many cities the 
percentage of retardation should be greatly reduced and the number 



INTBODUCTOBY SUBVEY. XXV 

accelerated greatly increased. More than two-thirds of the cities 
reporting show more than 30 per cent of the boys retarded. With 
the reduction in the amount of retardation there will come a decrease 
in the number eliminated, and our schools may approach a condition 
which will enable us to claim that we provide equality of opportunity. 

THE ECONOMIC STATUS OF HIGH-SCHOOL STUDENTS. 

From an inquiry sent out by the Bureau of Education about two 
years ago opportunity was given to report the economic status of 
public high-school students. The first 25 students, taken alphabet- 
ically from the freshman class, were reported by 1,473 schools under 
the following heads: (1) Whose fathers are professional men; (2) 
whose fathers operate farm worth over $5,000; (3) whose fathers 
operate farm worth less than $5,000; (4) whose fathers make $2,000 
or more per year in trade or commerce; (5) whose fathers make 
between $1,000 and $2,000 in trade or commerce; (6) whose fathers 
are skilled artisans making $750 a year or more; (7) whose fathers 
are unskilled laborers; (8) whose fathers are dead. The table which 
follows indicates the distribution of students among these several 
groups : 

Per cent. 

1. Whose fathers are professional men 10 

2. Whose fathers operate, farm worth over $5,000 21 

3. Whose fathers operate farm worth less than $5,000 15 

4. Whose fathers make $2,000 or more per year in trade or commerce : 10 

5. Whose fathers make between $1,000 and $2,000 in trade or commerce 14 

6. Whose fathers are skilled artisans making $750 a year or more 14 

7. Whose fathers are unskilled laborers. 16 

Note. — The group whose fathers were dead were not considered in calculating these 
percentages, because it is assumed that they would distribute themselves among the 
several groups in about the same proportion as do those whose fathers are living. 

These figures indicate the thoroughly democratic character of our 
public high schools. In any community one may expect to find 
children from the families of professional people along with the chil- 
dren of day laborers. The opportunity to advance in that type of 
work which leads to the college, university, professional or technical 
school is enjoyed by all. It is in this particular that we have made 
good our boasted claim of equality of opportunity. While the high 
school is thoroughly cosmopolitan in its membership, it is noticeable 
that a much larger proportion of children from the well-to-do families 
than from those of more moderate circumstances or from the fam- 
ilies of the poor are found in our high schools. It needs also to be 
remembered that those who do not wish to take the course which 
leads to college or professional school have as yet very little pro- 
vision made for their education. We may be proud of the great 
number of boys and girls enrolled in our high schools, but we are 
justly ashamed of the meager opportunity afforded those, who are to 
enter the industries. 



XXVI EDUCATION REPORT, 1910. 

SOME DATA CONCERNING NORMAL-SCHOOL STUDENTS. 

A similar inquiry was made concerning the economic status of 
normal-school students. The results for 24 normal schools having a 
two-year course appear in the table given below: 

Per cent. 

1. Whose fathers are professional men • 11 

2. Whose fathers operate farm worth over $5,000 11 

3. Whose fathers operate farm worth less than $5,000 11 

4. Whose fathers make $2,000 or more per year in trade or commerce 11 

5. Whose fathers make between $1,000 and $2,000 in trade or commerce 30 

6. Whose fathers are skilled artisans making $750 a year or more 17 

7. Whose fathers are unskilled laborers 10 

The results from 14 normal schools having a four-year course 
follow : 

Per cent. 

1. Whose fathers are professional men 5 

2. Whose fathers operate farm worth over $5,000 34 

3. Whose fathers operate farm worth less than $5,000 24 

4. Whose fathers make $2,000 or more per year in trade or commerce 5 

5. Whose fathers make between $1,000 and $2,000 in trade or commerce 10 

6. Whose fathers are skilled artisans making $750 a year or more 13 

7. Whose fathers are unskilled laborers 10 

In the case of the normal schools an inquiry was included concern- 
ing the experience of students previous to their entrance upon normal 
school work. In the two-year schools it was found that 9 per cent 
of the students had taught before entering normal school. In the 
four-year schools 35 per cent had had experience before beginning 
their professional training. These facts indicate something of the 
status of professional training in this country. The problem which 
confronts us has to do with the type of individual who is to be given 
professional training with respect to her home environment, and 
with regard to the experience which may have preceded professional 
training. The question may well be raised concerning the length of 
course necessary for students who come direct from' the high school 
and whose home environment has not contributed largely to the 
development of that culture which should characterize the teacher, 
nor toward the establishment of ideals which we consider typically 
American. In some of our larger centers of population the problem 
of correct English speech on the part of teachers can not be ignored. 
The fact that so many students have taught before entering upon 
their professional course indicates a lamentable lack of standard, 
more especially in the rural districts. As a matter of fact, we are not 
training enough teachers to take the place of those who drop out each 
year. Teaching must be made more attractive by reason of higher 
salaries before we can hope to recruit enough students for our normal 
and training schools to insure trained teachers in the grade schools. 



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